The most frequently encountered group of students with special needs in inclusive education environments are students with learning disabilities. The vast majority of students with learning disabilities have difficulty in reading skills. One of the most important factors affecting reading skills is reading texts. The aim of this study is to evaluate the reading texts in the middle school Turkish textbooks, which were renewed in 2023-2024, by considering the performance of students with learning disabilities. In this study, 118 texts were analyzed in terms of readability, text type, average word length, average sentence length and 73 texts were analyzed in terms of reading comprehension questions. According to the two readability formulas used, there is a parallel relationship between grade level and readability. In terms of text type, it is seen that informative texts are more common in grade levels other than the sixth grade. It is also among the findings that the average sentence and clause lengths increase as the grade level increases. In the analyzed texts, open questions were the most common type of questions, followed by inference questions. The findings were discussed within the framework of the literature in terms of students with learning disabilities.
Turkish textbooks, readability, AWL-ASL, reading comprehension, learning disability.